Spring 2008 Course Descriptions

BOLLI > Program Archives

Readings are designated (R) for Required and (S) for Suggested. Reading times are estimated per week. If handouts are listed as readings, reimbursement for copies will be made to the Study Group Leader; arrangements for this will be made in the class.

eBoards are an online communication and information tool available to study groups; if they are being used in a course, they are listed in the course descriptions.

If you expect to be absent for three or more weeks during the semester, please read the course descriptions carefully. Courses where the SGL has indicated the importance of regular attendance are not appropriate for you. Please select an alternative.

Tuesday Course Period 1 - 8:30 to 9:55 a.m.
SGL1-S08	Learn & Lead: How to Become a Study Group Leader
Leader	Myrna Cohen
Description	This course will provide the environment needed for members to investigate ideas for and develop study group proposals to ensure that the BOLLI Program will continue to thrive. The purpose is to encourage, give practical input, and assistance to program members who have not given presentations or led courses at BOLLI and do not see themselves as a presenter or potential study group leader. Past and present study group leaders are also welcome. "The best way to learn is to teach.” This course is one effort to assist and support BOLLI members to: Develop and/or explore their ideas into presentations and/or courses Practice talking about their ideas in a supportive environment Obtain the practical assistance and encouragement they need to do so. For example, presentations by experienced SGLs, and opportunities to observe SGLs in class.
Readings	SGL Handbook, BOLLI Proposal Form, Examples of study group ideas and course proposals given at BOLLI and other lifelong learning institutes. Members will be supported to do research to identify books/other resources that they might use for the presentations or courses they want to develop.
Preparation time	This will depend on the goals and commitment of the course participants. There is an expectation that members taking this course have an interest in becoming a study group leader. Participants who want to make significant progress in developing a study group or presentation idea and/or a course proposal may be motivated to do a considerable amount of work.
Computer Use	Desirable. Email is an advantage for communication. If you do not have email, provisions will be made to assist you. We will potentially develop an eboard for the class. Internet access and use is an advantage for developing a course or presentation in terms of doing research and identifying resources.
Biography	As a retired teacher, I strongly believe that learning is essential to our continued growth and well-being. Conveying what we know to others is as important as what we ourselves want to learn and can be very exciting! This course will offer members an opportunity to share the incredible knowledge that exists at BOLLI! Received B.S. degree from Boston University and a M.ED from Lesley University. I am the current Chair of the Curriculum Committee and past Chair of the Resource Committee. Most of my professional work has been in the field of teaching, mentoring, and teacher training. I am presently a Wheelock College Supervisor, Consultant, and Site Placement Officer. I retired from the Newton Public Schools in June 2003 and am actively involved in many community programs.
Contact Info	The SGL is open to contact by phone at 617-969-6878 or email at myrna.cohen@comcast.net.

Art1-S08	The Art of Photography: Images that Speak to Us
Leader	Burton Elliott and Richard Glantz
Description	A painter creates a world on a blank canvas to express his emotion and his reaction to his environment. A photographer is given the world, and he must distill from any scene before him the emotion he wishes to capture and the statement he wishes to make. We will explore how the master photographers succeed at this. What distinguishes a fine photograph from a snapshot? The course will attempt to instill that awareness through focused weekly assignments and critiques of the class members’ work in a supportive environment. By trying your own hand at capturing feelings such as joy, conflict/anger, faith/hope, tension/suspense, energy, and sorrow, you will gain an appreciation for great photography and raise your own level of photographic skill. The study group leaders will precede class critiques with lectures on photographic techniques involving composition, texture, line, shape, color, perception, exposure, light, and portraiture. To complement our classroom experience, we will try to visit a local photograph gallery. This is a highly structured, fast-paced course. Please plan on attending every session, since each class is built on the knowledge gained in the previous class. N.B.: this is not a course on digital manipulation or on camera buttons; it is a class on seeing and capturing superior images. All you need is a camera (any kind) and the knowledge of how to use it. We do not guarantee that you will become another Ansel Adams, but we assure you that you will never look at or take photographs the same way again.
Readings	(S) John Hedgecoe How to Take Great Photographs 2005 ISBN 1-84340-330-7 (S) Russell Hart Photography for Dummies 2nd ed. 2003 ISBN 0-76454-116-1
Preparation time	2 hours
Computer Use	Desirable
Biography	Richard Glantz has been an active amateur photographer for the past 20 years, has won many awards in local camera club competitions, and has served as a competition judge. Burton Elliott has been doing photography for 30 years. He has studied with Arnold Newman, Bruce Barnbaum, Bill Hayward, Fred Picker, and John Paul Caponigro. He has participated in numerous exhibits, earning several prizes, and he has curated photography exhibits. His work has been published and is in museums, libraries, and private collections. He taught photography and has done professional photography.
Contact Info	The SGLs are open to contact by email at Glantz@alum.mit.edu or belliox319@rcn.com.
H&G1-S08	National Health Policy: What a mess, how did it get that way and how will the candidates propose to fix it?
Leader	Carole Levy
Description	We will look at the major components of public health policy in the U.S. and examine the historic antecedents that formed this policy. With an understanding of the institutions that form health policy, we will research and evaluate the presidential candidates’ proposals to improve on the health care system as we now know it, including cost, quality of care and access to care.
Readings	(R) One Nation Uninsured, Why the U.S. Has No National Health Insurance, Jill Quadagno, ISBN-13: 978-0-19-516039-0, ISBN-10:0-19-516039-8 (paperback edition), Oxford University Press, 2005. (R) Momma Might Be better Off Dead, The Failure of Health Care in Urban America, Laurie Kaye Abraham, ISBN 0-226-00139-3, The University of Chicago Press, (paperback) 1994.
Preparation time	Average 3 – 4 hours of reading.
Computer Use	Desirable. Accessing the eboard for assignments and readings. Internet research for volunteers presenting reports.
Biography	After many years of teaching high school English, writing and literature, in Givatayim, Israel, Newton and Lowell (to youth at risk), I have recently greatly enjoyed having the opportunity to teach and learn at BOLLI. I have a B.A. from Pennsylvania State University, as well as a Master’s of Management degree (MMHS) from the Heller School at Brandeis and am a graduate of Hebrew College’s MEAH program. My Master’s degree from Heller included an emphasis on Health Policy and Health Care Management and now that I have a lot more time to do the reading I’m interested in, I’ve gotten back to researching what has happened (and not happened) in National Health Policy since finishing my degree… and hope to share that interest and research with others.
Contact Info	The SGL is open to contact by phone at 781 863 1238 or email at Carolemlevy@yahoo.com.
Sc1-S08	How Do We Know What We Know?
Leader	Bill Rachlin
Description	You “know” the sun will rise tomorrow in the east, and you “know” the stock you just bought will rise in price. Only the most naïve investor would have the same certainty of both of these occurring. This course will investigate the nature of scientific proof. We will consider how observations are made; the nature of inductive and deductive reasoning, the role of statistics in proof; logic and mathematics; reductionism; and the nature of a scientific theory. We will look at Karl Popper’s “falsification criterion” (if it doesn’t have that it’s not a science), and Thomas Kuhn’s “paradigm shifts”, among others. We will consider pseudo sciences and how to spot them, and how to evaluate “scientific” claims in advertisements, etc. The textbook also contains brief biographies of some of the leading scientists of the past 300+ years (including our own Judah Folkman). The course, like the book, is non-technical. No background is science or mathematics is required. This will be a discussion course, with the leader moderating (and shedding what light he can).
Readings	(R) Ben-Ari, Moti. Just A Theory. Amherst, N. Y. Prometheus Books, 2005. ISBN 1-59102-285-1 (paperback).
Preparation time	One to two hours
Computer Use	Not Necessary
Biography	I have been interested in Science since college. I practiced surgery for 40 years, and was a Clinical Instructor in Surgery at Harvard Medical School. After retirement at the end of 1999, I was certified at Northeastern University by the National Science Foundation as a “Science Resource Agent” and have been a volunteer Science Teacher once a week in the Boston Middle Schools. I have taught eight semesters at BOLLI on a variety of subjects, and am also teaching at LLARC (Regis).
Contact Info	The SGL is open to contact by phone at 617-232-6402 or email at wjrachlin@erols.com.
Hum2-S08	Invitation to the Dance
Leader	Naomi Schmidt
Description	Many dance performances of the past 60 years have been captured on film and video. We will use a collection of these video resources to study the works of prominent choreographers, including Martha Graham, George Balanchine, Merce Cunningham, Paul Taylor, Alvin Ailey, Twyla Tharp, and Mark Morris. Performers include some of the above, as well as Mikail Baryshnikov, Suzanne Farrell, and Peter Martins. In addition, we will look at dance in Hollywood (Fred Astaire, Gene Kelley) and Broadway (Agnes DeMille, Bob Fosse, Jerome Robbins), and investigate how the movies of three different decades have portrayed the life of the dancer – The Red Shoes (1946), The Turning Point (1977), and The Company (2003). Reviews and articles of dance criticism from The New Yorker magazine and other publications over the years, as well as writings by some of the choreographers themselves, will form the main body of reading for this course, and class discussion will touch on similarities, differences, and influences among the artists. This study group is aimed at all lovers of dance as an art form, whether they are revisiting some of their favorite dancers and choreographers or encountering them for the first time.
Readings	No assigned text. Copies of readings will be provided by the SGL. For those who would like a short and inexpensive history of dance as a theater art, I recommend (S) Ballet and Modern Dance by Susan Au (June 2002 ISBN-13: 978-0500203521).
Preparation time	1 to 2 hours
Computer Use	Required, I intend to communicate with the class via email, including distribution of readings as attachments and on the eBoard.
Biography	Originally trained as a physicist, I taught Computer Science at Brandeis in the 1970’s and 1980’s and then worked for 16 years at both Brandeis and MIT in the field of Academic Computing. My love for ballet and modern dance stems from my undergraduate and grad student years in New York City, where one could obtain very reasonably priced tickets to the New York City Ballet Company. In the intervening years I have collected a number of videos of performances and choreographers’ profiles, as well as many articles from the New Yorker magazine and other publications, and it occurred to me that there are probably BOLLI members who would enjoy them as much as I do, thus the impetus for this study group.
Contact Info	The SGL is open to contact by phone at 617-527-2610 (any time before 9 pm)or email at naomischmidt@comcast.net

Tuesday Course Period 2 - 10:05 to 11:30 a.m.
Mu1-S08	Why Sing Plays? An exploration of the craft of musical theater
Leader	Arthur Finstein
Description	We will study a selection of extraordinary 20th-century musicals, including West Side Story, 1776, Into the Woods, Sweeny Todd, and She Loves Me. Together these works can offer us significant insights into the remarkable craft by which high quality musical theater is made. Each represents a different approach to musicalizing its subject matter. Yet each takes advantage of the same fundamental principles of musical theater established centuries ago in the world of opera. We will define these bedrock principles, and then examine each work, focusing on the placement, structures, and styles of the songs to discover how the composers’ musical choices sharpen character and plot, and deepen the impact of the play. Prior Knowledge of Music is NOT needed for this course, but an interest in concert music and/or musical theater will certainly intensify your appreciation of the material. What is required for all is openness to and curiosity about the subject. This course will be very accessible to beginners, but also appropriate for those with more experience with and/or prior study of Musical Theater. It will address particular shows and essential concepts of how the craft of musical theater works. But there will also be opportunity for more advanced discussion from those with more in-depth or specialized experience and knowledge. The material for this course will build from week to week. It is important that you plan to attend every week.
Readings	This list is tentative and subject to change. (R)1776 – Edwards, Stone; Penguin paperback (R)Sweeney Todd… - Sondheim, Applause paperback. (R)Into the Woods – Sondheim, Lapine – Applause paperback (S)West Side Story and R&J (in one book) – Mass Market Paperback (R)I will provide copied “She Loves Me” materials and selected other readings, and would expect each person to pay a small fee cover copying costs (c. $5-8)
Preparation time	2-4 hours maximum, including reading script, listening to CD and/or watching video.
Computer Use	Desirable - To access some video/sound files online, to receive bibliographic and other material by email.
Biography	Art Finstein holds both his BA and MFA degrees in Music from Brandeis. He is a recently retired Massachusetts Music Educator, and has music-directed more than 170 productions in the greater Boston scholastic, community and professional theater circuits. He has spoken at statewide, regional, and national conferences on Music and Theater Education, and continues to advocate for increased appreciation of and support for the creative arts, especially for music and musical theater.
Contact Info	The SGL is open to contact by phone at 508-875-6965 or email at Finstein@verizon.net.

Lit1-S08	Personal Tales of Madness and Sadness
Leader	Sophie Freud
Description	All of us have had at one time, or in the present, close contact with people who experience the world somewhat differently and whose behavior is therefore at odds with those around them, family, friends or colleagues. There has been a rich literature by people who have had these alternate experiences and by those who live with them. The voices of such writers should help us to understand the diversity of human experiences. Almost all of the readings are based on personal experiences. The course will include a detailed description of hearing voices written by a recognized poet, a reading of William Styron’s terrible battle with depression, a classical story of madness as a response to female oppression, a classical story on depression (perhaps not her own) by a famous woman writer, a mother’s desperate account of raising a mentally ill child; a daughter’s memoir of having a schizophrenic mother; a response to Prozac as recorded in a diary by a novelist with a troubled mental health history, the experience of growing up with the Aspergers syndrome. The course will be based on class discussions with the SGL as catalyst and facilitator.
Readings	One article: Tim Page. “Parallel Play.” The New Yorker, August 20, 2007. Books: (R)Pamela Spiro Wagner and Carolyn S. Spiro. Divided Minds: Twin Sisters and their Journey through Schizophrenia. (2005) New York: St. Martin’s Press. 318 pp. ISBN: 0312320647 (R)William Styron. Darkness Visible. A Memoir of Madness. (1990.) New York: Random House. ISBN: 0-394 58888-6. (R)Virginia Holman. Rescuing Patty Hearst. (2003). New York: Simons & Schuster. 0 –7432-2285-7. (R)Louise Wilson. This Stranger My Son. (1968) New York: A Signet Book. (R)Kamran Nazeer. Send in the Idiots (2006) Bloomsbury. ISBN: 1-58234-619-4. (R)Charlotte Perkins Gilman. The Yellow Wallpaper. (1973). Old Westbury, N.Y.; The Feminist Press. Barcode: 34864000945336. (R)Lauren Slater. Prozak Diary. (1998) Penguin Books. ISBN: 0-14-026394-2 (R)Doris Lessing. Room Nineteen. (Any collection of Lessing’s short stories)
Preparation time	About 4 to 6 hours of reading
Computer Use	Desirable, but not necessary.
Biography	I was trained and worked as a clinical social worker in the first twenty years of my adult life. Went to the Heller School at Brandeis in my mid 40’s and became a professor of social work at Simmons College School of Social Work where I taught psychological and psychotherapeutic theories for the next 30 years. I have also taught for 15 years in the Harvard Extension and Radcliffe Seminars programs I combined my background of psychology and interest in literature in those courses as would be the case in this proposed course. Interest in books, as a reader, writer, book reviewer and teacher has always been at the center of my life. I just wrote a memoir of my family and have thus a special interest in authors’ memoirs.
Contact Info	The SGL is open to contact by phone at 781 259 9729 (from 4.30-5.45 p.m.) or email at sophiefr@verizon.net.
H&G3-S08	Great American Speeches- Orators their times, styles, impact
Leader	Peter Kastner
Description	The goal of this course is to enjoy selected great American Speech by appreciating the individual rhetorical skills of the orator, the orator’s background and the historical, social and cultural context of the speech. Together we will ask: What are the necessary conditions for a great speech? Do you need a great event to give a great speech? What are the reoccurring themes of American speeches? How has the style of speakers reflect their times? What has been the historical impact, if any, of great speeches? How can we compare the styles of various speakers, How do great speeches vary according to the audience and setting? What was the historical context of the speech? How do we evaluate the effectives of opposing speakers? We will review specific speech(es) for each class. This is a highly interactive class and for each class a team of two students will (1) provide a biography of the speaker(s) and (2) will report on the impact that the speech(s) had upon historical events. I will provide the historical setting for each of the speeches. No prior knowledge is needed for this course and the material will include comparisons with previous classes so it is important to attend every week in order to fully participate in the class Students will be provided copies of the speeches as well as material on general rhetorical style and the style of many of the individual speakers. We will review individual and paired speeches. Since great speeches should be heard and not just read where we cannot get recordings and videos of the actual speeches we will try to bring these speeches alive by using Brandies student actors to give dramatic readings of these speeches. BOLLI students with no pressure may volunteer to give individual speeches before the class.

Readings	This book list may change: Lend me your ears-William Safire Writing Great Speeches-Alan Pearlman Resources Web page 100 great American Speeches-including many sound tracks http://www.americanrhetoric.com/newtop100speeches.htm
Preparation time	1-2 hours per week. 2 hrs or more for required class reports.
Computer Use	Desirable. Computer use could help a member by getting records and scripts of the speeches on line. I can provide copies of the speeches where the member does not have access to an on-line computer. In most cases we will hear sections of selected speeches in class.
Biography	I have a B.A. in history and an M.B.A. From Boston University and had a thirty year career in health care administration. I have taught at a 766 school and gave a monthly seminar in Health Care Finance at the Boston University Medical School. In my professional and civic life I would give occasional talks. I have been active in local community affairs and have had a long-term interest in American history and politics. Since retiring in 2002 I have been digitally restoring and selling original urban maps.
Contact Info	The SGL is open to contact by phone at between 8-10 AM and 4-6 PM M-F, 8:00 AM to 6 PM- on weekends, 617-244-6094.

Mu2-S08	The Marriage of Figaro—A Guided Tour - (A five-week course that begins April 8)
Leader	Phillip L. Radoff
Description	The principal objective of the course is to provide a first acquaintance with one of Mozart’s greatest operas for students unfamiliar with the opera, and to afford a greater appreciation of the opera for students already somewhat familiar with it. Much of the class time will be spent watching and listening to DVDs and CDs of the opera and discussing the Beaumarchais play on which the opera was based. Students will find it helpful (though not essential) to come to the first class having read the first of the Beaumarchais Figaro plays, The Barber of Seville, which can be thought of as the prequel to The Marriage of Figaro. I will provide written questions before each class period to focus the students’ preparation and to provoke discussion. Students will have the opportunity to prepare and present short reports on related subjects, such as the colorful lives of Beaumarchais and of Mozart’s librettist, Lorenzo Da Ponte, the historical significance of the Figaro plays in the period leading to the French Revolution and the musical environment in Vienna in the 1780s under Emperor Joseph II. The material for this course will build from week to week. It is important that you plan to attend every week.
Readings	(R) Each student will be required to have an audio or video recording—any recording—of the complete opera in Italian, as well as a bilingual libretto. In addition, students will be required to read Beaumarchais’s Marriage of Figaro. No particular edition is required. (S) It is recommended that students read Beaumarchais’s Barber of Seville before the first class in order to become acquainted with the principal characters who appear in the Marriage of Figaro (as opera goers were in Mozart’s day).
Preparation time	1 to 2 hours
Computer Use	Desirable, I will distribute materials and study questions by email before each class.
Biography	I have watched and listened to many performances of The Marriage of Figaro since college and have read a fair number of books (or relevant portions thereof) that discuss Mozart, Da Ponte, their collaboration and related topics in preparing for this course. I have no formal training in music history or theory, but I read music, am quite familiar with the Italian libretto and have sung in a chorus for many years. I have various undergraduate and graduate degrees in physics, but spent most of my career as a lawyer. I retired in 2004 as vice president and group general counsel of one of Raytheon’s business units.
Contact Info	The SGL is open to contact by phone at 508-358-3375 (before 9 pm) or email at plradoff@yahoo.com.
Lit3-S08	Mysteries from the Golden Age – Classics of Detective Fiction
Leader	Nancy Rawson
Description	The Golden Age of the Detective Novel, from the turn of the century to the 1950’s, from Edgar Allan Poe to Josephine Tey and Raymond Chandler was a time of tremendous productivity for authors of detective fiction. Works from that time have become revered classics, their authors considered among the best writers of modern times. We will read several of the great classic mystery novels and short stories and study their place in literary history. The goal is to come to an understanding of why they have lasted and been popular for so long – what is their fascination? And what insights do they provide into the society of the times in which they were written? Study questions will be provided to stimulate discussion, and I will expect much class participation. I know the syllabus looks intimidatingly long, with a book to read each week, but most are quite short and easy reading. And it’s okay, though not encouraged, to come to class not having finished the book. In most cases you won’t be able to put the book down! A secondary aim of the course is to convince the avid mystery readers among you that you do not have to apologize for your reading tastes! Both avowed mystery readers and those who have never read a mystery in their lives – but want to find out what all the fuss is about – are welcome. Perhaps we’ll even make a few converts!
Readings	We will read and discuss a short mystery book each week. The book list below is tentative. There may be some slight changes in the final list All titles are readily available in public libraries. Any edition is fine. Edgar Allan Poe (1809-1849). “The Murders in the Rue Morgue” (1841) in 18 Best Stories by Edgar Allen Poe. Dell, ISBN 044032227 Wilkie Collins (1824-1889). The Moonstone (1868). Signet, ISBN 0451528298. Arthur Conan Doyle (1859-1930). The Hound of the Baskervilles (1902). Signet, ISBN 0451528018. Agatha Christie (1890-1976). The Murder of Roger Ackroyd (1926). Berkley, ISBN 0425200477 Dashiell Hammett (1894-1961). The Maltese Falcon (1930). Vintage, ISBN 0679722645. Dorothy Sayers (1893-1957). Strong Poison (1930). HarperTorch , ISBN 0061043508. James Cain (1892-1977). The Postman Always Rings Twice (1934). Vintage, ISBN 0679723250. Ngaio Marsh (1895-1982). Artists in Crime (1938). St. Martin’s, ISBN 0312963599. Raymond Chandler (1888-1959). The Big Sleep (1939). Vintage, ISBN 0394758285. Josephine Tey (1896-1952). Brat Farrar (1949). Touchstone, ISBN 0684803852
Preparation time	Approximately 2-4 hours. In general these are “quick reads,” but some students may require more time.
Computer Use	Not necessary. I might send occasional e-mail messages on items of interest to the class if most members have access, but I don’t anticipate any other need and can always accommodate those who need hard copy.
Biography	I have a B.A. from Swarthmore College in Mathematics and Economics, with a Philosophy Minor. After working as a mathematical analyst at Lincoln Labs for several years, I switched careers and received an M.L.S. from Simmons School of Library & Information Science. I was a Reference & Adult Services Librarian at the Wellesley Public Library for 27 years, helping patrons select materials and leading many book discussion groups. My interest in mysteries was sparked by several “literary tours” of the British Isles, including a “Mystery Tour” to the haunts of several mystery writers. This is the seventh Mystery Study Group I have led at BOLLI.
Contact Info	The SGL is open to contact by phone at 781-894-7754 or email at nrawson@earthlink.net.

Tuesday Course Period 3 - 1:25 to 2:50 p.m.
Myth2-S08	Classical Mythology/Odyssey
Leader	Len Aberbach
Description	This course will focus on a careful reading of the Odyssey, Homer's magnificent second epic, which details the extraordinarily difficult and often exotic challenges that the Greek hero Odysseus faced during his attempt to return home after the successful sack of the citadel of Troy. While the Iliad addresses human behavior and questions of mortality in time of war, the Odyssey addresses the same issues in the aftermath of war, namely the problem of reconciling oneself to loss and death. These issues are timeless, universal, and go to the very essence of the human condition. Odysseus is an exceptionally complex character, not only in the two Homeric epics and related primary sources, but through the centuries in much of western literature. Hero or villain, noble king and family man and self-serving explorer and adventurer are among the many contrasting views of his character. We will study and contrast a few of these diverse portraits of Odysseus/Ulysses from Sophocles, Virgil, Dante, Shakespeare, and Tennyson, (and at least acknowledge the works of Kazenakis and Joyce), and try to reach our own conclusions about his status and position in the pantheon of men. Although having taken my previous course on the Iliad is not a prerequisite, it is critical to have read the Iliad fairly recently since many references and allusions will be made on a regular basis to characters and events portrayed there. You will be doing yourself a great disservice if you are not so prepared.
Readings	The required reading is The Odyssey-Homer, translated by Robert Fagles, ISBN 0-14--026886-3, Penguin. It is CRITICAL that you get the Fagles translation as I will use audio recordings of certain portions and read sections aloud. Other readings that portray Odysseus will be assigned and referenced in class.
Preparation time	2-3 hours per week and another hour or more preparing your thoughts on various questions and discussion issues that will be given out.
Computer Use	Desirable
Biography	I received BA and BS degrees from Columbia and MS and Ph.D. degrees in Chemical Engineering from Princeton. My entire career was spent at Polaroid in a wide variety of positions in research and technology and general management of various business units. My interest in literature and the arts was stimulated at Columbia and has stayed with me ever since. During the past few years I have concentrated in particular on the myths, plays, and epics of classical antiquity.
Contact Info	The SGL is open to contact by phone at (508) 358-2385 or email at Aberbal@gmail.com.

Sc2-S08	Story of Science From Antiquity to the Present
Leader	Fara Faramarzpour
Description	History of science and mathematics is a fascinating part of the intellectual development of mankind. In this course we will begin with Stonehenge (2800BCE) and the Babylonian astronomy (1800BCE), and learn how the ancients observed the sun and the moon during the seasons. The class will be encouraged to download the free planetarium map of the sky from Stellarium.org. The origin of the Greek science began with the pre- Socratics at about 500BCE in the city of Miletus in Asia Minor, and continued in the school of Athens (Aristotle and Plato), and then in Alexandria until 200CE.. Greek science was then translated into Arabic in Baghdad, and to Latin in Europe in the Middle Ages, and was the foundation of science and mathematics until the time of Copernicus, Kepler and Galileo. We will study the contributions of Greek, Islamic and Latin scholars, and the role of the church in responding to the heretical ideas. Birth of modern science began with Isaac Newton and his Principia Mathematica in 1687. He showed that the laws of motion of the planets and falling bodies are governed by the force of gravity. Next James clerk Maxwell in 1864 demonstrated that light was a form of electromagnetic energy which propagated with a given speed C in vacuum, and Einstein in 1905 proposed that mass and energy were related to each other by E=mc2. We will study the impact of these concepts on science in the twentieth century, and the new technologies to study the nature of matter and the origin of the universe.
Readings	(R)Plato: Timeaus, translated by F. M. Cornford, ISBN-0-02-325190-5. (R)The Foundations of Modern Science in the Middle Ages, Edward Grant, ISBN-0-521-56762-9. (R)The Great Ideas that Shaped our World, Pete Moore, ISBN1-58663-699-5. (R)Pendulum, Leon Foucault and the Triumph of Science, Amir Aczel, ISBN0-7434-6478-8.
Preparation time	2 to 3 hours
Computer Use	Required - Visiting web sites in history of science. Also for down loading free pedagogic models related to science and mathematics.
Biography	Worked for Polaroid Corporation in research and development and was the chairman of the International Standards Committee for digital photography. Education included BA in physics and astronomy, MA in physics at Boston University and MS in planetary sciences at MIT. Thesis included building a mass spectrometer for the dating of lunar rocks. Also taught courses in electro- optics at Northeastern University in the state of the arts program. I am interested in history of science and history of ideas and I have pursued my interest by taking courses in history of science at Harvard University.
Contact Info	The SGL is open to contact by phone at 978 443 1632 or email at f.faramarzpour@comcast.net.

Wr1-S08	Memoir Writing: The Way It Was
Leader	Marlyn Katz Levenson
Description	Writing a memoir is a way to revisit past life experiences from the perspective of today, a way of reflecting on various periods in our lives. It is an opportunity to savor the events of our lives, to preserve them. Getting started in writing memoirs is often difficult. This course is designed to aid participants to write freely, using techniques to trigger memories and ideas, with concrete “how tos,” becoming aware that “Writing is talking with a pen in your hand or a keyboard at your fingertips.” We will develop a supportive community, by sharing our writing, which will foster our enriching and inspiring one another. We will spend part of each session writing. A number of BOLLI students have taken this course more than once. They’ve said that taking the course is a motivation, a significant aid/stimulus to writing regularly
Readings	The facilitator provides appropriate handouts.
Preparation time	2 hours or more
Computer Use	Desirable, but not required
Biography	Marlyn Katz Levenson, an educator and oral historian, has been involved in oral history for 20 plus years, first interviewing family members on audiocassettes, then utilizing the camcorder. She feels strongly that we should value our journey, and record it in some manner, being aware that no one else in the world has our memories of ”the way it was” as seen through our eyes, our reflective lenses. Each person's life, and lifestory is unique, valid, interesting; the highlights should be preserved, remembered. Marlyn has been teaching this course at BOLLI since Fall, 2002 and leads Memoir Writing workshops.
Contact Info	The SGL is open to contact by phone at 617-559-0519.

Lit2-S08	Contemporary Irish Poetry: Beyond the Genius of Yeats to Seamus Heaney and Others
Leader	Arnold Messing
Description	Our study group will explore through the eyes of contemporary Irish poets the beauty of the Emerald Isle, changes in Irish culture; Ireland’s continuing struggle with the role of religion in its society and its religious diversity; Ireland’s torturous political and colonial history with its English neighbor; modern gender and feminist issues; and the effect on Irish culture of its entry into the affluent global economy with a big bang. We shall read some wonderful poetry together; explore poetic reflections on these issues; see the development of poetic subject and form since the days of William Butler Yeats; and try to understand more behind the scenes of the country we love to visit on vacation. The variety of these poets is quite remarkable and some, like Nobel Laureate Seamus Heaney, Paul Muldoon, Michael Longley, and Nuala Ni Dhomhnaill, who writes in Irish only, are acknowledged to be among the finest writers in this literary form today. While understanding poetry can entail hard work, it will yield great pleasure for all of us. The course requires regular weekly attendance but no prior background in poetry or literature is necessary, only a respect for good writing and thinking.
Readings	(R) Contemporary Irish Poetry (New and Revised Edition); Anthony Bradley, editor; University of California Press (1988) ISBN 0-520-05874. (R) Yeats Poetry, Drama and Prose (Norton Critical Editions 2000) James Pethica, Editor, ISBN 0-393-07497-9. (R) The Wake Forest Book of Irish Women's Poetry 1967--2000 by Peggy O'Brien (Wake Forest University Press).
Preparation time	1 1/2—2 hours
Computer Use	Desirable
Biography	Arnold Messing is a retired trial lawyer with an abiding interest in Irish literature and culture. He has studied Irish literature at Boston College and in ILR courses at BC and Harvard, and has read extensively in the field. Contemporary Irish poetry is his specialty, especially the work of Seamus Heaney. Arnold’s favorite beverage is Guinness. Although his family is not of Irish heritage, he, his wife Esther, and their cockerpoo Woody celebrate Bloomsday as their principal holiday.
Contact Info	The SGL is open to contact by phone 617-964-7420 (evenings and weekends) at or email at Messing1@comcast.net.
Lit4-S08	The Spoken Script: 2 One-act Plays - (6 week course that begins April 1, 2008)
Leader	Eileen Mitchell and Tamara Chernow
Description	The goal of this course is to help us see and hear a play as we read a script - and have fun finding our voices. This term the study group members will DISCUSS and PRESENT 2 one-act plays not previously studied. Each member will be responsible for at least one role. No memorizing is required and only simple props will be used. We will examine each play, including an analysis of the theme, characters, motivation, conflict and resolution, and other issues relevant to that play. During class, the two cast groups will meet to consider their interpretation and to plan their production. They will explore questions such as: setting, tempo, timing, props and movement. Each play will be presented in one of the last 2 sessions. Cast members will perform live - more than a reading, less than a full stage production. The rest of the study group will be the audience. Through this process we hope to better understand the play and gain insight into how a play is staged. To ensure that everyone is assigned at least one role, play selection will occur after the class size is set. BEFORE the first class meets, scripts will be distributed, members will read both plays and select a role. Each class session builds on previous sessions and attendance is essential to allow the group to coordinate the play presentations.
Readings	No text book. Members will receive handouts before the first class session.
Preparation time	2 - 3 hours
Computer Use	Desirable. Email will be used to facilitate role signup, distribution of short handouts and coordination of presentations.
Biography	Eileen Mitchell graduated from work as a software engineer 9 years ago and soon thereafter began play as a BOLLI member. She has led a study group on Contemporary Short Fiction. As the child of an English Literature Professor and Drama Club Director, she inhaled drama every day and would now like to better understand how the word on the page becomes a moment in life. Tamara Chernow has an AA degree from Norwalk Community College, a BA degree from Harvard University and a MA in Library and Information Science from Simmons College. She was a public librarian in Waltham where she led a book club for 25 years. As a teenager in New York she saw every play that was produced on and off Broadway – often from the second balcony. She still enjoys theatre and would like to explore with others how a script develops into a play. Eileen Mitchell and Tamara Chernow co-led a similar Spoken Script study group last Spring, but with 4 shorter one-act plays.
Contact Info	The SGL is open to contact by phone. Eileen - 617-969-6786 (Jan – Feb: 617-640-8058) and Tamara - 617-965-9680 (Noon to 8:00 PM) or email at emitmail@verizon.net and tamarachernow@comcast.net.

Tuesday Course Period 4 - 3:00 to 4:25 p.m.
Rel1-S08	What's Going On Here? Reading the Hebrew Bible for Pleasure, Ideas, and God
Leader	Rabbi David L. Kline
Description	The Hebrew Bible: perennial best seller, sacred to Jews, Christians, and Moslems, cited in sermons and by certain politicians. Considered a classic among classics, the text is yet largely unread and misunderstood. For many of us, the stories we heard as children, and the movies we have seen are all we know of the book. Even among voracious readers, few have tried the Bible. The Hebrew Bible, Tanach, is the early literature of the Jews, recording encounters with the world, life, and reality. For the authors, God was the key to making sense of it all. Over the course of a millennium or so, they developed a variety of ideas that remain part of our intellectual and spiritual history. To get at and understand these ideas, we shall approach the text with careful reading and critical thinking, literary and historical considerations, allowing for reflection and discussion. Some of the issues the material will raise: What is the point of including two distinct stories of how the world came to be? Does life present order and determinism or ambiguity and free will? Does justice prevail? What is revelation? How can we describe a spiritual experience? How can we talk about God? Who wrote these stories? The curriculum includes: Genesis, the mythology section and selections from the Patriarch stories; parts of Amos, Hosea, Jeremiah; several chapters of Deuteronomy, Deutero Isaiah, Proverbs, Ecclesiastes, and Song of Songs.
Readings	Hebrew Bible and/or any translation into any language. Recommended translations: Jewish Publication Society, as in The Jewish Study Bible, Oxford; NRSV as in The Harper Collins Study Bible ; The Good News Bible.
Preparation time	One hour or less
Computer Use	Desirable. Syllabus (updated weekly), timeline chart, recommended readings, links; all will be available in Google Docs and by regular emails that I shall send out. Also, the web contains no end of Bible information and commentaries.
Biography	Bible has been my passionate pursuit since college. I have had wonderful teachers: Brandeis – Ravidovich, Galtzer, Gordon; Hebrew Union College – Blank, Lewy, Hallo, Tsevat, Rivkin; Hebrew University – Talmon, Seligson, Malamut, Leibowitz; Columbia University Graduate School – Mendelsohn, Porada. I chose in 1966 to devote myself to the pulpit and did not complete PhD at Columbia, but teaching has been a treasured part of my life. Early on I was interested in archaeological/historical studies. I focused on the origins and early development of the people of Israel. University classes moved me in the direction of literary criticism and theology. I teach Bible as world class literature and a treasure of ideas that remain current today.
Contact Info	The SGL is open to contact by email at davidlkline@gmail.com.

H&G5-S08	W.E.B. Du Bois- Dream Maker
Leader	Clifton Reed
Description	This is a seminar style course on the early and middle life of an African –American whose literary works and politics provide a rich resource for understanding twentieth century America. Course participants will review and evaluate his work through texts, audio-visuals and outside readings. Aided by class, discussions, participants will develop a personal prognosis for American racial relations in the twenty-first century.
Readings	(R) W.E.B. Du Bois-Biography of a race, David Levering Lewis ISBN 0-8050-3568-0 paperback (S) The Autobiography of W.E.B. Du Bois: ISBN-0-7178-0234-5 (S) The Souls of Black Folk: W.E.B. Du Bois- ISBN 0-486-28041-1 (S) W.E.B. Du Bois- A Reader; David Levering Lewis ISBN 0-0850-3264-9
Preparation time	2 hours
Computer Use	Not Necessary
Biography	“My interest in Civil Rights began in the segregated school system of Memphis, Tennessee. I attended Lincoln University, in the state of Missouri, where one of the leading cases was filed for school desegregation. I have led this course previously at Brandeis and Harvard with each group, I strive to enliven the course with materials not previously used.” Clifton holds degrees from the University of Maryland and Boston State College. He was employed as an instructor in the Wilmington Public School System and as Bureau Director with the Massachusetts State Department of Education. He became a member of BOLLI in 2001.
Contact Info	The SGL is open to contact by email at cdarr1@aol.com.

H&G2-S08	Leadership Giants of the Allies: FDR, Churchill, Stalin, De Gaulle and Chiang and their Military Commanders
Leader	Dick Winer
Description	This course is a survey of World War II with particular emphasis on the Allied leadership, the political, military and economic pressures they faced, their origins and relationships. Military campaigns will be discussed only with respect to the strategic, political and leadership issues involved. Led by FDR, Winston Churchill, and Stalin, the Allies forces mastered the arts and skills of leadership during World War II. The world was faced with great upheaval. In response, the major powers of the Free World produced political and military leaders who successfully stood up to and overcame the threat of world domination by the Axis powers. During the course we will discuss each of those leaders, their origins, their rise to power and their individual and collective goals. We will discuss the threats they perceived, the vision and strategies they developed and how they formed and supported the great Allied coalition that won the war. We will learn more of their relationships, areas of agreement as well as their differences, disagreements and conflicts. We will also understand their support to and conflict with the 2nd tier of political leaders: De Gaulle and Chiang. We will touch on the major military campaigns as well as the selection, competence, strengths, weaknesses and relationships, (including rivalries and disagreements) of their military commanders: U.S. Generals Marshall, MacArthur and Eisenhower; Sir Alan Brooke, Field Marshal Bernard Montgomery and Lord Mountbatten; and Marshal Zhukov among others. In the end we will all know more about the victorious Allied figures of World War II, the greatest event of the 20th century, an era and event that many of us remember as children. We will really know what it took for the good guys to win. The material for this course will build from week to week. It is important that you plan to attend every week.
Readings	(R) Franklin and Winston- An intimate portrait of an epic friendship-by John Meacham, Random House, 2003, ISBN 0-375-50500-8. (R) FDR- by Jean Edward Smith, Random House-2006, ISBN 978-1-4000-6121-1 (I will also provide excerpts from other books and articles including: Winston S. Churchill, The Second World War Joseph E. Persico, Roosevelt’s Secret War Max Hastings, Armageddon - The Battle for Germany, 1944-45 Henry Kissinger, Diplomacy Ike: An American Hero, by Michael Korda (Harper 2007)
Preparation time	2-3 hours
Computer Use	Desirable. I may use an e-Board for assignments and will pass on articles and information pertinent to this subject.
Biography	Born, brought up and educated in the Boston area at Boston Latin School and BU. Over five years of active duty in the U.S. Air Force and Vietnam Vet. Retired in 2000 from a career in the aerospace and defense electronics industry as an aircraft buyer for the US Navy and Manager / Director of Contracts for various Raytheon Company operations involving domestic and international responsibilities. BOLLI member since 2001. BOLLI Council member. Committee member and chairman of several BOLLI committees. Study Group Leader of several Current Events courses and Study Group Review of the 9/11 Commission Report. History buff, news junkie and student of WWII.
Contact Info	The SGL is open to contact by phone at 617-965-7477 (Daytime or evenings before 10:00PM) or email at richard_winer_2000@yahoo.com.

Wednesday Course Period 1 - 8:30 to 9:55 a.m.
H&G6-S08	Why Lenin, Why Stalin, Why Gorbachev
Leader	Merle Luber Friedenberg
Description	Russia is in a perpetual crisis of state building and modernization yet remains one of the major powers of the world. As we move into the 21st century we need to take a careful look at the enormous problems confronting one of the largest nations in the world. We need to understand the realities within which we must act and the cultural and political dynamics at work. This class will focus on how historians explain and analyze 1) the fall of the Russian autocracy, 2) the success of the Bolsheviks in establishing their regime, and 3) the rise of Stalin and the characteristics of the Stalinist system, 4) the collapse of the Soviet system as presided over by Gorbachev. We will read Theodore Van Laue, Why Lenin, Why Stalin, Why Gorbachev as the basis for discussion. Emphasis will be on basic perspectives and reflection rather than historical detail, as well as concentrating on the political dynamics shaping the course of modern Russia.
Readings	(R) Theodore von Laue. Why Lenin? Why Stalin? Why Gorbachev? The Rise and Fall of the Soviet System. Harper Collins, 1993. (R) Photocopies to be distributed in class: Alec Nove and James Millar, “A Debate on Collectivization: Was Stalin Really Necessary?” Problems of Communism, vol. 25, no. 4 (1976), pp. 49-62.
Preparation time	1 hour
Computer Use	Desirable
Biography	Merle Luber Friedenberg resides in Manchester, New Hampshire with her husband and two children, the oldest a Brandeis undergraduate who first told her about BOLLI. Merle has her Ph.D. in Russian/Soviet history and has taught a variety of history courses at the college level and led adult study groups. She has been active in community work as a facilitator for the Anti-Defamation League’s Confronting Anti-Semitism project and in educational outreach, especially in the area of Holocaust studies. Merle has identified components from her readings and teaching to create a special five week study group sequence that will examine Russian political powers.
Contact Info	The SGL is open to contact by phone at 603-647-2961 or email at Brestlitovsk@comcast.net.

Sc3-S08	Reviewing the Current Medical Literature - A six-week course beginning April 2
Leader	Edward L. Goldberg, MD
Description	The SGL will choose appropriate articles in the current issue of the New England Journal of Medicine and/or The Lancet. These articles will be selected for their general interest to BOLLI members. The SGL will lightly edit the articles, removing jargon, statistical equations, footnote marks et. The SGL will then send these edited articles to the students by email or eboard to be read before the class. The SGL will lead a discussion of the articles in class but will not deliver a lecture. The SGL will NOT be available to answer personal questions about your health and he will faint if anyone asks such a question during the class. Scientific background is NOT required and if you can read this catalog you are qualified for the course.
Readings	No textbooks
Preparation time	1-2 hours
Computer Use	Required
Biography	I am a retired physician who still reads medical journals for enjoyment every week and I am interested in sharing that information with BOLLI members. I have been a member of BOLLI from the get go and this will be the sixth course that I have offered.
Contact Info	The SGL is open to contact by phone at 617 969 6786 or email at elgelg39@verizon.net.

Art3-S08	Painting in the United States, A Survey
Leader	Miriam Goldman
Description	This course will consider our rich artistic tradition by surveying painting in the United States, from its beginnings in Puritan New England up to and including contemporary art. We will look at art and selected artists from a general historical context as well as from a particular artistic context. We will look at the well known, e.g. Sargent, Cassett, Homer, Hopper, and the lesser known. We also will look at individual paintings in terms of “art for art’s sake,” as well as share our favorite painters and paintings.
Readings	(R) American Visions, the Epic History of Art in America, by Robert Hughes. ISBN 0-375-70365-9, Knopf, New York, 1999.
Preparation time	One to two hours.
Computer Use	Desirable as a resource. The computer would be helpful in accessing relevant information and paintings.
Biography	Miriam is a graduate of Brandeis. She taught literature and writing in secondary school and later worked in training student teachers and teachers at all levels, from kindergarten through university at Boston University. Miriam has always been a student of art and art history. Her own work, on a strictly amateur level, is primarily in oil and pastel.
Contact Info	The SGL is open to contact by phone at 617-731-0931 or email at mgoldman@bu.edu.

H&G7-S08	A Smorgasbord of Food History
Leader	Sandy Grasfield
Description	“If you are ever at a loss to support a flagging conversation, introduce the subject of eating.” Leigh Hunt Food is essential to our very existence, of course, but it is also a vital force in our history, our politics, our economy, our rituals, our psyches. It is a physical necessity, a cultural imperative, and one of the greatest pleasures we humans experience. In this course, we will examine how food has been an agent of change, even of deliberate social engineering. We’ll look at how it has come to represent entertainment, provided a record of how we have lived, and changed vastly in type and variety through immigration and globalization. We’ll also delve into the fads and frauds that have fooled us from the 19th century to the present time. We will explore through readings in books, articles and excerpts many fascinating and sometimes amusing aspects of food history, particularly in America during the past one hundred years. This course is not a chronology of food history. Rather, we will select and savor various tidbits from that vast store of information about “food and the meaning it has for people beyond satisfying hunger.” There will be occasional opportunities for class members to voluntarily present brief reports about collateral material which appeals to them.
Readings	While I am not requiring the reading of a general food history, it would be helpful to have some general knowledge base on which to hang the specific topics we will be concentrating on. So if you can, read or at least browse thoroughly through one. A couple of good ones, among the many, are: Near a Thousand Tables by Felipe Fernandez-Armesto and Food in History by Reay Tannahill. We will not be discussing these books in class, but they will provide a good foundation. There will be numerous handouts to read, as well as articles and live links to websites posted on the eboard. All this material will be the basis of class discussion. Suggested reading for second half of course: The United States of Arugula by David Kamp.
Preparation time	2 hours
Computer Use	Desirable. An eboard will be used for articles and related websites. Also, research for class presentations or further pursuit of topics we discuss in class can be done on the internet.
Biography	I earned a Comparative Literature undergraduate degree at Brandeis, then a Master’s Degree in Education at Boston College. For thirty years I was a middle school librarian, making connections between two favorites: books and children. Happily retired, I have more time to pursue my idea of the perfect life: grandmothering and continuing to learn. As a passionate “foodie” all my adult life, I have wanted to know as much as I could about the vast store of knowledge, history, lore and literature concerning food and would now like to share some of it.
Contact Info	The SGL is open to contact by phone at 781-769 2320 (Just not between 7 and 8 p.m.) or email at sbg@gis.net.
Comp1-S08	The Digital Darkroom: The Process of Managing the Photographic Creation Process From Your Camera to the Web – Held in the Old South Street Building for 2 periods
Leader	Len Heier
Description	In this course, we will spend a majority of our time learning about and using a variety of tools to manage, enhance, and share our photographic endeavors. We will not discuss the issues of using a camera or the basics of working with PCs. This course is designed for people who are comfortable with their computer and photographic skills and who want to move up to the next level. It is essential that a class member have prior experience using a digital camera and have access at home to a PC running Windows XT or Vista. All class sessions will be conducted on Windows XT computers and with software that is intended to operate on a Windows PC. The course will cover a process known as the “digital workflow” from the point immediately after a photograph has been acquired (i.e., from a digital camera, photo scanner, or email attachment). Each three-hour class will include demonstrations/presentations by the SGL and substantial “hands-on” exercises to be performed by members. Classroom lessons will be reinforced by weekly assignments to be performed on the member’s own PC. Completion of these assignments is essential to understanding the classroom lessons. Individual class sessions will cover such topics as: (1) transferring photographs to your computer; (2) organizing and managing images on your computer; (3) editing images using Picasa and Photoshop Elements; (4) creating a safe and secure backup system; (5) sharing photos with friends and family using email and Web sites; (6) exploring creative ways of displaying photos with slideshow software and specialized Web sites; and, (7) creating quality prints. This course will be highly interactive; all members will be expected to participate actively. “This course is not recommended for members who do not expect to attend all 10 sessions. The work presented each week will build on lessons learned in all prior sessions. It will not normally be possible to spend class time repeating information presented in prior sessions.”
Readings	No textbook will be used. Reading assignments will be provided by eBoard postings, email attachments, and Internet links. There will be a nominal fee to acquire various Web resources for use by class members. In addition, members may consider purchasing a copy of Photoshop Elements 5 for use on their home computers at a cost of approximately $60 to $70.
Preparation time	Minimum of three hours, but more is always preferable to properly absorb the class lessons.
Computer Use	A home computer with Windows XP or Windows Vista will be essential to reinforce the lessons provided in class and to complete the homework assignments. Most assignments will not be possible using Macintosh computers. However, Photoshop Elements is available for both Windows and Macs. It is essential that all class members have experience with, and are comfortable using, email attachments and Internet browsing tools.
Biography	Len has an extensive technical background based on his work experience and outside interests and has an excellent understanding of “how computers work” and how to "live on the Internet". He shares his knowledge with contemporaries at BOLLI as a founding member of the BOLLI Technology and Website Development Committees. He is a member of a local photography club and has taken several courses in digital photography. Len graduated from NYU and the University of California. He worked as a management consultant, an IT specialist, and owner of a network integration services business. He has led a variety of technology, computer and photography courses at BOLLI and the BC ILR programs.
Contact Info	The SGL is open to contact by email at lheier@gmail.com.
Sc4-S08	Five Physicists who Changed the World View
Leader	Peter Schmidt
Description	Galileo, Newton, Maxwell, Einstein, Bohr – five great physicists whose impact went far beyond the impressive advances they brought to science. We’ll examine the contributions of these giants in the context of their times, and how they changed the world view over the centuries. To reassure you, although math is an integral part of science, it will be shown only for illustrative purposes in this course. Along the way, we’ll explore the birth of the scientific method, the struggle between Galileo and the Church, our everyday Newtonian world and determinism, the importance and impact of Maxwell’s Equations, Einstein’s Special Relativity in some detail, and the strange and uncertain world of quantum mechanics.
Readings	(R) Science in History, Volume 2 – The Scientific and Industrial Revolutions, J.D. Bernal, MIT Press, 1971 (paperback), ISBN 0262520214 (used or new). Other readings, some from original sources, will be selected and distributed by the SGL
Preparation time	Up to 2 hours
Computer Use	Required, for use of Email and an Eboard, for distribution of class information, documents for readings, and Internet links of interest.
Biography	My interest in the fundamental questions of nature led me to a Ph. D. in experimental high energy physics, to research, and to teaching as an assistant professor at Brandeis, including four years of elementary physics for pre-meds. After that came a second career as a machine vision engineer and manager in private industry. Previous SGL experience at BOLLI consists of twice co-leading “Who’s Afraid of 20th-Century Music?” with Naomi Schmidt.
Contact Info	The SGL is open to contact by phone at 617-527-2610 (any time before 9:30 pm) or email at schmidtpeter@comcast.net.
Yoga1-S08	Yoga – Held in the Dance Studio in the Gosman Building
Leader	Sandi Levy

Wednesday Course Period 2 - 10:05 to 11:30 a.m.
Wr2-S08	Creative Writing
Leader	Ruth Harriet Jacobs
Description	People may write in any genre including memoir, fiction, essays, plays, humor, poetry, newspaper writing, writing for children, adolescents or events such as birthdays or graduations etcetera. Members of the group and leader will make helpful suggestions for improving, perhaps publishing or sharing writings with family and friends. Creative writing can help with living out lives being therapeutic and having less side effects than medications. Topics will be suggested by not assigned. Handouts will help.
Readings	No textbook though bibliography will be provided. A handout packet will be provided for $5. Books will be loaned by instructor or libraries. A catalogue of writing books will be distributed.
Preparation time	Variable depending on member commitment
Computer Use	Not Required
Biography	Ruth Harriet Jacobs, a Brandeis University Ph.D. was a professor for 14 years at Boston University. And then chair of the sociology department at Clark University. Now she is a continuing research scholar at Wellesley College Wellesley Centers for Women. She is the author of nine books including Be an Outrageous Older Woman and A.B.C.’s for Seniors, many published poems, plays, articles, and is a newspaper columnist. She was won awards for her writing and has taught writing in many venues.
Contact Info	The SGL is open to contact by phone at 781-237-1793.

Lit5-S08	A Breach in Nature: Shakespeare’s Conception of the Ethical Life
Leader	Michael Kaufman
Description	If Shakespeare’s identity remains something of a mystery 400 years after his death, his authentic voice, that is, what religious, political, social and philosophical views he endorsed are also darkly shrouded. Such purposeful obscurity is critical for enduring drama where ideas must be integral to the characters and the plots. The poet, John Keats called this feature of Shakespeare’s genius his “negative capability,” by which he meant that the dramatist resisted projecting his own thoughts and feelings onto his characters. Although Shakespeare presents no unified system of ideas about life and the world, in many of his plays he does reveal a prevailing attitude about the human condition. This course will examine four of Shakespeare’s mature plays, written from the mid-point of his career to the end, to determine if we might find some consistent ideas he held about the ethical life, about the relationship between good and evil, between justice and mercy, and between self-fulfillment and public commitment.
Readings	Measure For Measure, Othello, Macbeth, and The Tempest (any edition).
Preparation time	2-3 hours
Computer Use	Not Necessary
Biography	My educational background is in literature. I have taught at Cornell, SUNY, MIT and currently at Tufts, for eight years I was at Brandeis, during which time I developed the Humanities and the Professions program. I am the founder and principal of “Humanities At Work”, a development program for professionals and business executives. I have led six BOLLI courses in recent years.
Contact Info	The SGL is open to contact by phone at 617-332-3347.

Myth1-S08	Comparative Ancient Mythology
Leader	Alorie Parkhill
Description	This is a course about the origins and development of mythology, beginning with the Paleolithic era (circa 20,000 B.C.E.). We will look at a broad range of myths about deities, creations, shamans, tricksters and heroes. We will also discuss why myth is still so important today and how we might strive toward a global mythology. In the process we will consider the relationship of religion to myth. Myth is metaphor, or a lie that tells the truth, as Picasso said about art. The great stories lead us to the same kinds of truths, through cultural lenses to be sure, but the universals lie within. Yet many of the world’s religions have distorted the authentic metaphorical meaning of the myths in order to justify: “arguments for gender and racial superiority and economic privilege, thus precluding social wholeness,” as David Leeming points out in Myth, A Biography of Belief (p. 20) Consider Hitler’s use of the great epic of the Niebelungs, through Wagner’s operas, to validate “Aryan superiority.” We become caught up in the dualities of light versus dark, good versus evil. We seem on the verge of trying to destroy the world in the name of narrow “right thinking.” Myths have much to teach us about the past, present and future. That is why it is essential to know about them. This is a discussion based course, and participants will be asked to do some research and make presentations to the group. No previous knowledge of myth is expected. However, weekly attendance will be important since the material builds incrementally.
Readings	(R) The Power of Myth, by Joseph Campbell and Bill Moyers, ISBN 385-24773-07, Doubleday, 1988, (the small book without pictures is acceptable). (R) A Short History of Myth, by Karen Armstrong, ISBN 1-84195-716-X. Canongate, 2005. (R) Myths of the Male Divine—God, David Leeming and Jake Page, No ISBN, Oxford University Press, 1996. (R) Myths of the Female Divine—Goddess, God, David Leeming and Jake Page, No ISBN, Oxford University Press, 1994.
Preparation time	3-4 hours approximately, but this depends on the speed of reading
Computer Use	Desirable, I will send assignments by e-mail but will have hard copies of the assignments for those without computers.
Biography	I have taught a wide range of English classes to high school students at The Cambridge School of Weston, for approximately forty years. I have written and produced many plays for children and have sold them all over the country. My experience includes teaching creative drama, directing numerous theater productions, working as a Religious Education Director and being Assistant Head of School for 15 years. I have studied and taught mythology and epics (such as Gilgamesh, the Arthurian Stories, the Celtic Raid, and the Volsungasaga) for many years, but I have also taught many other kinds of literature and writing. Mythology is a personal passion. I retired in June of 2007 and am now involved in a range of activities, including research and writing. At present, I am teaching a ten week comparative mythology course at the Sudbury Senior Center. I hold a BA from Case-Western Reserve University in English and Drama and an MA from Simmons College in Liberal Studies. I have two children and four grandchildren, all of whom teach me a great deal.
Contact Info	The SGL is open to contact by phone at 978-443-8223 or email at Aloriebp@aol.com.

Lit6-S08	Timeless Issues in Drama #3: Justice
Leader	Elaine S. Reisman
Description	Theme of the course is Justice. Plays to be read and discussed include issues such as: crimes committed by people who are not criminals, but are provoked to commit the crime; prejudice which results in punishment for the wrong party; obeying authority relevant to military justice. Participants are expected to read the plays and to be prepared to participate in discussions. Voluntary participation in preparing reports on the playwright and/or the relevance of the issue to current times and to read/act scenes is most welcome. Videos augment some of the discussions. SGL is not a drama expert—rather, a facilitator of shared discovery learning.
Readings	"Justice" by John Galsworthy "Twelve Angry Men" "Gods of the Lightning" by Maxwell Anderson "Winterset" by Maxwell Anderson "Caine Mutiny Court Martial Trial" "A Few Good Men"
Preparation time	2 hours
Computer Use	Required, I send a recap by email after each session. Sometimes participants send comments back which are then forwarded to the other class members.
Biography	The ‘hunt’ for materials for this course was intellectually stimulating. Thinking of ways to make the course enjoyable as well as meaningful gives me great pleasure. My back ground is in early childhood special education where, through ‘play’ and ‘playfulness’ much meaningful learning can take place. I believe that philosophy is suitable to adult learning as well. I love seeing plays and acting: I am not a drama expert. So, if you decide to enroll in this course, think of yourself as part of a troupe of actors working together to learn and enjoy. I will be the enabler by setting the stage.
Contact Info	The SGL is open to contact by phone at 617-244-6439 or email at bresreis@comcast.net.

Lit7-S08	Ibsen and Shaw
Leader	Lois Ziegelman
Description	When one thinks of the sub-genre of realism referred to as the problem play, two names readily come to mind: Ibsen and Shaw. Ibsen was the pioneer and Shaw his most devoted admirer, defending Ibsen when the Norwegian playwright's dramas were evoking a storm of protest in Europe. Both dramatists were seriously involved in challenging audiences to face the important social issues of the day, yet their approaches were different. Ibsen's plays invariably ended in tragedy while Shaw, often referred to as "The Laughing Ibsen", was a master of wit. Plays to be read and discussed are Ibsen's "Ghosts" and "Hedda Gabler" and Shaw's "Arms and the Man" and "Mrs. Warren's."
Readings	Plays to be read are listed in course description. No special edition is requested as many will have copies already, or wish to borrow them from the library, where they are readily available. Translations I use for Ibsen plays: "Ghosts," William Archer and "Hedda," Michael Meyers.
Preparation time	2 hours
Computer Use	Not Necessary
Biography	Lois Ziegelman, PhD'73, is a Professor Emerita at Framingham State College where she taught World Literature and Drama and for 31 years. A recipient of five fellowships from the National Endowment for the Humanities, she has studied, taught, and performed works ranging from classical antiquity through the 20th Century.
Contact Info	The SGL is open to contact by phone at 781-237-4086.

Wednesday Course Period 3 - 1:25 to 2:50 p.m.
Lit9-S08	Reading and Enjoying Poetry
Leader	Ruth Baden
Description	This is a course for those who have been intimidated by poetry, as well as those who want to enjoy reading more of it. I will select poems other than those I've covered in the past. The theme and goal is still the understanding and enjoyment of poetry. There will be much reading aloud and discussion of poems. We will also study, very briefly, the basic tools poets use, such as rhythm and imagery. It is not a writing course, although those who feel so moved are welcome to try their hands.
Readings	This year, at the request of many class members, I will put together a booklet of the poems we'll read, and a few articles. This will cost around $10.00 each. In addition I will require selected background reading in the book (R) How to Read a Poem and Fall in Love with Poetry, Edward Hirsch, ISBN 0-15-100419-6, HarcourtBrace & Co, paperback.
Preparation time	1-2 hours
Computer Use	Desirable
Biography	Ruth Kramer Baden is a retired lawyer and working poet. She has read and published her poems in various venues and literary journals. She graduated from Wellesley College, and from B.C. Law School in 1986. She has taught at the fourth-grade level and law at the college level. She finds sharing her love of poetry with BOLLI members her most enjoyable and rewarding teaching experience.
Contact Info	The SGL is open to contact by phone at 617-332-1653 or email at ruthk1@comcast.net.
H&G4-S08	The Changing Face of Africa
Leader	Robert Cohen
Description	Africa is a part of the world about which Americans can no longer afford to be ignorant. To understand its present, one must understand something of the ecological environment, the history of the pre-colonial period that is sometimes called “traditional” Africa, the history of colonial Africa, the momentous events of the independence movements, and the almost 50 years since most of tropical Africa gained its independence. In the time afforded to this class we can barely scratch the surface of the history of these events. We can, however, raise the level of our conscious awareness of and knowledge about this amazing continent. This course will include a weekly segment of current events relating to a different selected country each week, as well as a weekly segment dedicated to a specific phase of African history. Each week class members will present brief profiles of one or more African countries.
Readings	The resource material used by the SGL in this course comes from a number of sources. No single or even multiple texts follow the material or sequence being employed. No outside reading is required except for the purpose of the member making an assigned oral report. The SGL will furnish each class member with a bibliography of publications which were used as sources.
Preparation time	No particular preparation is required except for the member making a presentation.
Computer Use	Desirable. A computer will be useful for a class member preparing to present a country profile. Source material is, of course, available at any library. Use of a computer will allow for a more thorough report and will ease he task of compiling information.
Biography	The SGL is a graduate of Boston University’s College of Business Administration and its Law School. He practiced law in the Boston area for over 35 years; served as a Special Master and Auditor for the Massachusetts Superior Court and as an Examiner for the Massachusetts Land Court. He served 2 terms as President of the Mass. Chapter of the American Trial Lawyers’ Association and is a former member of the Newton School Committee. He is a BOLLI Council member and has been the SGL for 6 prior classes. Although he has no formal education with respect to Africa has independently researched and studied the history of Africa.
Contact Info	The SGL is open to contact by phone at 617-969-6878 (7:30 to 11:30 p.m.) or email at Robertcohen34@comcast.net.
Lit10-S08	The Latin American Short Story – a Five Week Course beginning April 9th
Leader	Gene S. Kupferschmid
Description	This course is intended to introduce readers to the exciting short stories written by internationally acclaimed Latin American writers. We will focus on style and content, as well as specific issues such as a) the universal vs. the regional; b) influences, both on these writers and their influence on writers in other countries; c) differing perspectives; d) the influence of politics on literature. All stories will be read in English translation. However, anyone who wishes to read them in the original Spanish is encouraged to do so.
Readings	(R) No One Writes to the Colonel , Gabriel García Márquez, Harper Perennial 2005, ISBN 0060751576. (R) A Personal Anthology, Jorge Luis Borges, Grove Press, 1994, ISBN 0802130771. (R) A Whistler in the Nightworld , edited by T. Colchie, Plume, 2002, ISBN 0452283582. (R) I shall also make up a course pack of other stories. The cost of copying should be about $5.00.
Preparation time	2 – 3 hours
Computer Use	Not Necessary
Biography	I taught for nearly 30 years in the Dept. of Romance Languages and Literatures at Boston College. Have written 14 Spanish textbooks (language, literature and culture). Have received two NEH fellowships. Have lived and worked in Argentina and Mexico and traveled widely throughout Latin America. My primary interest is Latin America.
Contact Info	The SGL is open to contact by phone at 617-232-1727 (before 10PM) or email at Kupfersc@bc.edu.
CE1-S08	Current Events
Leader	Marty Greenfield and Lois Sockol
Description	We live in a complex time when what happens in one part of our world potentially affects us all. We have a need to stay informed in our rapidly changing world. This course is designed to inform and discuss current news stories and provide our thoughtful analysis. In most sessions, class time will be split between world and national news. Class members will be expected to present reports and lead a class discussion on a current topic.
Readings	No books will be assigned. Access to magazines i.e. The Economist, or US News Report, or The New Yorker etc., and/or newspapers, and/ or web sources will be necessary.
Preparation time	As long as needed for a presenter in preparing their topic report. Probably 1 ½ to 2 hours a week.
Computer Use	Required, particularly for interclass communication.
Biography	Lois Sockol: I have been a teacher of children and adults for 25 years. My undergraduate degree is from Boston University and my masters from Lesley College. The bulk of my professional years were spent in the Newton Public Schools where I taught children and was a consultant to teachers. I have been an educational consultant to schools throughout New England. After retirement, I again became a student, and a writer of short stories. Four of my short stories have been published: one in a literary journal, and three on the WEB. Martin Greenfield: My career spanned over fifty years in the computer field as a systems manager, and software developer. I have a BS degree from MIT and an MS from Northeastern University. I was vice chair of the committee that produced the American and International standards for the Fortran programming language and helped run the Oracle User group in the Northeast. At BOLLI, I have run two current event courses and organized the three summer time Current Events Roundtable discussion groups.
Contact Info	The SGL is open to contact by phone at 781-449-1226 (Lois) and 781-963-4562 (Marty) or email at lsockol@comcast.net and greenfield@alum.mit.edu.
Comp2-S08	Safe Surfing – An Introduction to the Internet - Held in the Old South Street Office
Leader	Bruce Narasin
Description	This course will provide a basic Introduction to the Internet, including a historical perspective and a comparison of the different Internet Service Providers (ISPs) and Web browsers. Topics to be covered in the course include secure online: surfing (navigating) techniques, search engines, shopping, banking, investment aids, and exploration into areas that address specific interest areas of the class members. The class will address some of the potholes on the Internet Highway (Identity Theft, Viruses, Hoaxes, Urban Legends, Scams, & SPAM) and how to avoid them. We will also review the BOLLI eBoard and email/attachments, which will be used throughout the course. We will use shareware/freeware tutorials, in-class exercises, homework and outside reading. As a prerequisite to enrollment, class members should have: basic keyboarding skills, a familiarity with personal computers, an email address and basic email skills, and a PC at home with an Internet browser installed. Class members may satisfy the requirement for the installation of an Internet Browser as part of the pre-class registration process with instructions to be provided by the SGL.
Readings	All reference and supplemental material is available via the Internet at no charge.
Preparation time	1-2 hours
Computer Use	This is a BOLLI computer lab course. Computer use is required in class and at home to practice class lessons and complete assignments. Having an internet connection at home is also required.
Biography	Bruce Narasin has more than 40 years of experience in Information Technology. Most recently, Bruce was Product Manager for the development of Intuit’s Internet-based software supporting the financial services industry. Bruce held positions as CEO of PortStar Consulting, Inc., Chief Information Officer BankBlackwell, and Vice President of Sales for Teknowledge Corporation. In 1999, he co-founded and served as Chief Technology Officer for Lighthousebank, a subsidiary of Brookline Bancorp. Previously, he served as National Practice Manager for Edify Corporation, after retiring from IBM in 1995, where Bruce enjoyed a 30-year career and held numerous technical, staff, line management and executive positions.
Contact Info	The SGL is open to contact by phone at 781-894-5685 or email at narasin@comcast.net.
Mu3-S08	Gershwin, Cole Porter, Duke Ellington – What a Time it Was
Leader	Maurie Stiefel
Description	Remember the melodies and lyrics of the composers we grew up with -- George and Ira Gershwin, Cole Porter, Irving Berlin, Duke Ellington, Harold Arlen, and other giants. Who doesn’t remember “Cheek To Cheek,” “Dancing In The Dark,” “Rhapsody In Blue,” “They Didn’t Believe Me,” “Over The Rainbow,” “I Got Rhythm,” “Chattanooga Choo Choo,” “Let’s Fall In Love,” “The Blues In The Night,” “Moon River,” “My Funny Valentine,” “They Can’t Take That Away From Me”? The Golden Age of American popular music spanned nearly 40 years, from the late 20s to the mid 60s. Most of us were lucky enough to grow up with that music, although it seems that only in looking back can we appreciate how lucky we were. That music owes so much to African-American spirituals, Harlem jazz, rag time, Tin Pan Alley, and the Jewish Ghetto. What was its magic? What gave it such spirit and vitality, optimism, excitement, sheer joy, yet also sadness? We will look at the greatest song writers, their melodies and lyrics, and will consider how and why their works entered so deeply into our consciousness and became such an important part of our lives. Using snippets from CDs, DVDs, and VCRs we will try to recapture that wonderful era and to gain insight on its lasting influence. So come on, Let’s Do It!
Readings	(R) The House that George Built, by Wilfrid Sheed (Random House, 2007 Ed.). ISBN 978-1-4000-6105-1. Other books include Easy to Remember, ISBN I-56792-147-7, by William Zinsser (David R. Godine, Publisher, 2000 Ed.); and The American Century, Arts and Culture, 1900-1950, ISBN -0-393-04723-7, by Barbara Haskell (Norton & Co., 1999).
Preparation time	Approximately one hour.
Computer Use	Desirable. Additional materials will be posted on an eboard, so minimal computer skill will enable easy access to these materials. Hard copies will be made available to those who do not have computer capability.
Biography	Maurie has degrees in chemical engineering and in law. He has led varied courses, including Psychology and Law; Mass Hysteria in America; The Role of “Advice And Consent” for Supreme Court Nominees; The Psychology of the Chess Player; and America 50 Years After Brown v. Board of Education. Like most of us, Maurie grew up in the 30s – 50s with the wonderful music of George and Ira Gershwin, Richard Rogers, Jerome Kern, Frank Loesser, and many others. It was rousing, full of promise and excitement, yet sometimes lonely and sad. Maurie lived that music, sang it, danced it, played it, and loved it. He is excited to offer this course.
Contact Info	The SGL is open to contact by phone at 617-277-7308 or email at stiefelm@comcast.net.

Wednesday Course Period 4 - 3:00 to 4:25 p.m.
Lit11-S08	Short Stores from Far and Wide and When
Leader	Harriet and Richard Kahn
Description	There are stories of many countries, periods and perspective. Each week we will discuss a single story which the members will have read, and noted their reactions and thoughts, then reread and reconsidered. Finally, we ask that you note for class reading particular lines or paragraphs you found compelling, each week a volunteer will share a brief biography of the author after the initial discussion of the story. Authors currently under consideration include Chekhov, Maupassant, Doris Lessing, I.B. Singer, William Trevor, Flannery O’Connor, Raymond Carver, John Cheever, Alice Munro, and E.A. Poe.
Readings	Stories are in libraries, on line, or provided by SGLs.
Preparation time	About an hour and a half
Computer Use	Desirable, We encourage and assist members in finding these stories on line when possible, and hope that they will acquire the habit of looking up other stories there. We urge them to resist the temptation to look up the literary references until after the class discussion-but then!!
Biography	We are a pair of short-story junkies, addicted over the 7 years to reading them silently to ourselves and then aloud to each other. Harrriet is a pre-school bubbe and Dick is a psychiatric zaide, both of us cheering on these fields from the side lines.
Contact Info	The SGL is open to contact by phone at 617-527-6850 (early evenings) or email at Rjk527us@yahoo.com.
Hum1-S08	Myth, Religion and Values - (A five-week course that begins April 8)
Leader	Dr. Sarah R. Lieberman
Description	A comparative study of selected mythological texts from the Hebrew Bible, the Ancient Near East and ancient Greece, with an eye towards eliciting an understanding of how communities use myths to describe the structure and meaning of their existence and their unique value systems. We will analyze the meaning of "myth" and reflect on the relevance of myth as a literary device. It is through myth and legend that the vast scale of spiritual ideas was communicated in ancient times. It will be our venture to discern how their values inform our own. Week 1 Eve and Prometheus Week 2 Noah and Gilgamesh Week 3 Solomon and Ashmodai Week 4 Baal and Yahweh Week 5 Pharaoh, Haman and Hitler
Readings	1. The Jewish Bible: Tanach the Holy Scriptures, the Jewish Publication Society. ISBN 0-8276-0252-9-R (other bible translations may be accepted) 2. A list of suggested bibliography will be presented with the syllabus. 3. Copied materials from outside sources will be distributed whenever pertinent.
Preparation time	2 hours
Computer Use	Desirable
Biography	Dr. Sarah R. Lieberman holds a B.A. in Religion, and M.A. and Ph.D. degrees in Theological Studies-Old Testament from Boston University. She has taught on the faculties of Boston University, Wellesley College, Clark University, and Northern Essex Community College. Her dissertation is entitled “The Eve Motif in Ancient Eastern and Classical Greek Sources.”
Contact Info	The SGL is open to contact by email at ravchap@rcn.com.
H&G8-S08	From Waltham to Lowell-“Venture Capitalism and the Mill Ladies- Textile Manufacturing in New England 1815-1860”
Leader	Jim McAlpine
Description	Together we will seek to understand the story behind the men who made America's first Industrial Revolution. From Waltham, Massachusetts to Lowell, the Boston Associates, men like Francis Cabot Lowell, Patrick Tracy Jackson, and Nathan Appleton combined wits and wealth to create, first in Waltham and then in Lowell the first integrated process of mechanized cotton textile production-from the raw material, ginned and baled, to the finished cloth—in a single factory. Although the Associates had the skill (especially design expertise in a mechanic named Paul Moody) and the financial resources to begin production, one serious question was left to be answered: "Who will work in the textile mills to produce the cotton?" Having witnessed the horrible working conditions and poverty among factory workers in Manchester England, Lowell and his associates determined to create a work force of young women from the farms from Northern New England who would live in common boarding houses, and be carefully supervised during their leisure hours. In so doing, the Boston Associates would create a labor force that would be a shining example of those ultimate Yankee ideals; profit and virtue. Historians have debated the motives of the Boston Associates in the creation of a textile empire in New England: "Were they simply a greedy Association of "Venture Capitalists" like the ones we read about in our daily papers"? Or did they have a larger vision about the goals of industrialization in the United States? These will be questions we will address in our course.
Readings	(R) Enterprising Elite, Robert F. Dazell Jr. ISBN 0-393-31079-5 WW. Norton & Co First 1993. (R) The Lowell Offering: Ed Bonita Eisler ISBN 0- 393- 31685-8. WW. Norton 1998.
Preparation time	2 hours
Computer Use	Not Necessary
Biography	History Student: Trinity College BA MA New School NY City. Adult Learning - HILR (6 courses in The American Civil War, World Religion, Wisdom Literature). SGL - BOLLI (1) course Religion and Terrorism (1) course on the Home Front in the Battle of Gettysburg from July 1-3 in 1863.
Contact Info	The SGL is open to contact by phone (before 10 PM) at 781- 873-1202.


BRANDEIS.EDU THIS SITE

Osher Lifelong LearningInstitute at Brandeis (BOLLI)

Spring 2008 Course Descriptions

Tuesday Course Period 1 - 8:30 to 9:55 a.m.

Tuesday Course Period 2 - 10:05 to 11:30 a.m.

Tuesday Course Period 3 - 1:25 to 2:50 p.m.

Tuesday Course Period 4 - 3:00 to 4:25 p.m.

Wednesday Course Period 1 - 8:30 to 9:55 a.m.

Wednesday Course Period 2 - 10:05 to 11:30 a.m.

Wednesday Course Period 3 - 1:25 to 2:50 p.m.

Wednesday Course Period 4 - 3:00 to 4:25 p.m.

Osher Lifelong Learning
Institute at Brandeis (BOLLI)